A Systematization of a Research-based Reading Rssessment in Two Middle School Students
DOI:
https://doi.org/10.33539/educacion.2023.v29n2.3087Keywords:
Science of reading, Simple View of Reading, reading assessment, literacy instruccion, fluency, decoding, encodingAbstract
The main objective of the present study is to systematize an experience of a research-based reading assessment of two middle school students from a public school in Manhattan, New York during the Fall 2022. In order to select the assessment tests, I asumed the Science of Reading along with the Simple View of Reading perspectives. The tests applied addresed to assess students in three aspects: decoding, fluency, and encoding (spelling). Results showed that, in a nutshell, students are reading below their grade; nevertheless, the fact that they are Colombian inmigrants living one year in the U.S., may explain their results on the assessment tests. In the discussion section, I put into perspective the student’s assessments’ results with their context and personal background in order to have a broader understanding of their reading skills. The implication of this study is to acknowledge the necessity to use research-based assessment to make the best decision in order to improve student’s reading skills.
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Copyright (c) 2023 Isaac Valer Huamán
This work is licensed under a Creative Commons Attribution 4.0 International License.
